Copyright ©2014

Arboreus Ltd - 1075 Budapest, Madách Imre út 13 - 14.

AL L RIGHTS RESERVED.

No part of this publication may be reproduced, stored in a retrieval system,

or transmitted by any means, electronic, mechanical, photocopying or otherwise,
without the prior permission of Arboreus.

The exercises herein may only be administered and interpreted

by persons trained and authorised by Arboreus and only under the conditions
stipulated by Arboreus.
 FOREWORD
WHILE WE READILY ADMIT THAT A ‘PERFECT’ CASE STUDY IS
A SUBJECTIVE CATEGORY, OUR GOAL WAS TO PROVIDE
A BENCHMARK STUDY THAT HAS ALL THE GOOD ELEMENTS
NEEDED TO ACHIEVE A HIGH SCORE. THERE COULD BE MANY
ALTERNATIVE APPROACHES, SO FEEL FREE TO BE CREATIVE
WHEN IT COMES TO DRAFTING YOURS.
So I must admit: the title of this work is somewhat misleading, but still it covers
the objective of getting the candidates – you – to come up with their best
possible essay taking into account all the constraints and circumstances of this
1
exercise.
THE FIRST REASON why a “perfect” Case Study is not possible is
related to the way the essays are scored. With the current state of
technology it is not possible to automate this process, so EPSO has
to rely on human intervention to do the scoring. In fact, your essay
will be reviewed by at least two different people (“markers”) and in an
anonymous way.
Even though there are very precise instructions on how to score
the various aspects of your essay, there is still a margin for personal
interpretation – and judgement. This also means that what may be
“perfect” for one person, may very well not be for another. Being fully
aware of this, EPSO takes into account the different scores by simply
making the average, thus giving the candidate the benefit of the doubt.
However, when the individual scores are too far apart (e.g. more than
3 points, but this is decided by the Selection Board) there is a “third
marking”. The third marking is done independently, usually by a member
of the Selection Board or its President, who knows the criteria even
better than the markers as he or she actually participated in the creation
of the exercise and the instructions to the markers. The result of all this
is maybe not “perfect” but it has the benefit of being impartial – and the
same for all the candidates.
1 www.eutraining.eu ©2014 ONLINE EU TRAINING
2
THE SECOND REASON for imperfection has to do with the exercise
itself. Even though it is the intention to create a “realistic” scenario - a
scenario which puts the candidate in an environment that is as close as
possible to their future working environment - it is not possible to do
this in a perfect way. In the real world, officials have a wealth of sources
at their disposal. They also have different professional experiences
and education. This means that the setting has to be limited and that
the candidates are to be asked to stay within the boundaries of the
background information provided, and to avoid relying on their own
knowledge of the real world to fill in the blanks. They can, however, use
that knowledge when it is asked to come up with suggestions, solutions
or recommendations.
3
THE THIRD REASON is related to the constraints of the environment.
The user interface is a very basic text editor – without the “whistles and
bells” one usually finds in a professional office environment. Also, the
time is very limited (you only get 90 minutes to complete the exercise).
All this constrains the candidate from coming up with a “professional”
(or “perfect”) look-and-feel – and content. The markers are fully aware
of this, don’t worry, but still their judgement may be influenced by these
imperfections.
As a conclusion, the “perfect” Case Study
solution doesn’t exist.
HOWEVER, IT IS POSSIBLE TO MAKE IT AS
GOOD AS IT GETS. IT IS THE OBJECTIVE OF
THIS BOOKLET TO TELL YOU HOW.
www.eutraining.eu ©2014 ONLINE EU TRAINING 2
 THE CASE STUDY
aimed at assessing these competencies. Only if you don’t obtain the pass
mark for any given competency, or the minimum required total score (for all
the competencies), will you be eliminated from the competition. There is one

AS PART OF THE exception though: for those competitions where the professional competencies are
only scored with the Case Study, your score for “professional competencies” has to

ASSESSMENT CENTRE
exceed the pass mark (because there is no other score given by another test).

Despite its innocent looks the Case Study is a very important part of the
Assessment Centre. Let’s have a look at some figures. The table below gives you
an overview of the relative importance of every exercise in an Assessment Centre
for AD specialists (8 general competencies, 1 field competence):
GENERALLY SPEAKING, A CASE STUDY IS A REALISTIC AND
RELEVANT BUSINESS PROBLEM. Exercise General (45%) Field (55%) Weight
Case Study 0.25 0.5 39%
Candidates are asked to analyse a problem, interpret data, consider alternatives Competency Based interview 0.25   11%
and produce a written report describing their solutions or recommendations. Oral Presentation 0.25   11%
Normally, at EPSO, the Case Study takes the form of a computer-based written Group Exercise 0.25   11%
exercise. In some competitions, however, candidates are asked to produce a
Interview in the Field   0.5 28%
hand-written document. As such this does not really matter because the content
of your essay is more important than the overall format.
In this table, the second and third columns give the relative importance of every
test as compared to all the tests. So for the general competencies all the tests have
You will receive information about an EU-related scenario, presenting you
an equal “weight” of 0.25 (in fact this is not entirely true as the CBI tests up to 6
various questions you will be asked to answer, solely on the basis of the materials
competencies, meaning that its weight should be higher, but that’s not the point). For
available. For this exercise you will need to be familiar with the EU issues and
the field competencies there are only two tests with an equal weight of 0.5.
the EU institutions, so that you quickly grasp the context of the simulations. The
However, your total score is calculated as a weighted sum of your scores for general
objective of the Case Study is to assess the candidate’s general competencies and
and field competencies. The field competency having a higher weight (55% in this
– for certain competitions - the candidate’s proficiency in the field.
case), this yields a relative weight for each exercise as shown in the last column.
Not all competitions have a Case Study; for AST competitions this is often
The exact figures will vary from competition to competition, but this simple
replaced by an In-tray exercise, which assesses more or less the same
calculation shows clearly that THE CASE STUDY IS THE MOST IMPORTANT
competencies, but at a different level.
EXERCISE, because it accounts for the most points as compared to the other
exercises. This may all sound very complicated, but it isn’t really. The important
The Case Study is only one of the tests you will have to do in the Assessment
thing is that you know exactly for your competition how the Case Study is
Centre. Typically, each of these tests are aimed at assessing four or five
accounted for. This information will be clearly indicated in the Notice of
competencies (see later) and each competency is assessed through at least two
Competition. You will also be informed about the details of your competition
different tests. This means that, in the Assessment Centre, you are “observed”
through your EPSO account.
from different perspectives (i.e. through different tests) in order to get as
complete as possible image of you – and your competencies.
Before going any further, I suggest you have a closer look at the
competencies, as this will allow me to explain some simple tips and tricks to
As such, the Case Study is not eliminatory; the scores you obtain for the various
optimise your performance for this important exercise.
competencies tested will be added to the scores obtained for the other tests

3 www.eutraining.eu ©2014 ONLINE EU TRAINING www.eutraining.eu ©2014 ONLINE EU TRAINING 4

 GENERAL ANALYSIS AND
PROBLEM SOLVING

COMPETENCIES “IDENTIFY THE CRITICAL FACTS IN COMPLEX ISSUES AND

DEVELOP CREATIVE AND PRACTICAL SOLUTIONS.”

+ POSITIVE INDICATORS - NEGATIVE INDICATORS

• Copes well with complexity. • Is confused by complexity.
It has been said before: the ultimate objective of the Case Study is to assess some
• Challenges data. • Accepts data at face value.
(4) of your general competencies and, in certain cases, your ability to become a
proficient official in the domain of the competition you are taking. • Identifies the root cause of issues. • Stays at superficial level.
• Considers multiple options. • Focuses on single option.
General competencies are a set of coherent and life-long abilities which an
• Suggests creative solutions. • Comes up with conventional ideas
official needs to possess in order to have a successful career within the complex
and multicultural environment of the European Institutions. • Makes practical and workable • Makes impractical or non-
suggestions. workable suggestions.
As such, the general competencies are at the base of a set of exercises which go • Gathers only relevant information • Presents irrelevant or too detailed
beyond the immediate in order to assess the candidate’s all-round abilities and for decision making. information.
therefore their potential for a long-term career within European public service.
The ‘case-study’ is one of the exercises EPSO uses, set-up to assess the following
general competencies: COMMUNICATION
(DRAFTING SKILLS)

“COMMUNICATE CLEARLY AND PRECISELY.”

ANALYSIS COMMUNICATION
AND PROBLEM (DRAFTING
SOLVING SKILLS)
+ POSITIVE INDICATORS - NEGATIVE INDICATORS
• Writes clearly and fluently. • Writes in a way that is difficult to
• Uses proper balance of detail and understand.
DELIVERING PRIORITISING conciseness. • Is overly detailed or too concise.
QUALITY AND AND • Writes for the right audience. • Writes for the wrong audience.
RESULTS ORGANISING
• Captures the attention of the • Fails to capture the attention of the
audience. audience.
• Conveys key points of arguments. • Fails to convey the key points of
Allow me to expand a bit more on each of these, more specifically in the context
• Writes without spelling or arguments.
of the Case Study. Following a broad definition, I will give for every competence a
list of “positive” and “negative” indicators, used to score every competency. grammatical errors. • Makes many spelling or
grammatical errors.

5 www.eutraining.eu ©2014 ONLINE EU TRAINING www.eutraining.eu ©2014 ONLINE EU TRAINING 6

 DELIVERING QUALITY AND RESULTS MORE ABOUT KNOWLEDGE IN THE FIELD
For the “general administration” competitions only the “general” competencies
“TAKE PERSONAL RESPONSIBILITY AND INITIATIVE FOR DELIVERING as described above are assessed with the Case Study. For administrators (and
WORK TO A HIGH STANDARD OF QUALITY WITHIN SET PROCEDURES.” assistants) in a certain domain (e.g. auditors, economists …) and for specialists
(e.g. IT, building and construction, archivists…) the Case Study also assesses what
+ POSITIVE INDICATORS - NEGATIVE INDICATORS is known as “competencies in the field”. In the first case this assessment is done
• Takes responsibility to meet • Fails to take responsibility. exclusively with the Case Study and the competencies in the field count for
objectives. • Allows quality to degrade. typically 25% of the overall mark. For Specialists there is, besides the Case Study,
• Maintains quality of an acceptable • Does not follow guidelines and also an “Interview in the Field”. The average score you get for these two tests
level. instructions. counts for typically 55% of the overall mark. In both cases there is a pass mark for
• Follows guidelines and the competencies in the field.
• Avoids challenges.
instructions. • Does only the minimum effort I frequently get the question from candidates who are worried about how deep
• Takes initiative. required. their knowledge in the field will be examined during the Case Study. In fact, they
• Accepts challenges. are worried about how much they should prepare themselves (in their domain that
• Seeks to exceed expectations. is) for this exercise. My answer is invariably: rest assured, even though the topic of
the Case Study will be related to your field, there will never be specific – or very
detailed – questions to be answered. The Case Study will only assess your sound
PRIORITISING AND ORGANISING understanding of the domain and verify that you are still up-to-date in your domain.

“PRIORITISE THE MOST IMPORTANT TASKS, WORK FLEXIBLY AND

The indicators for “Competency in the Field” for the Case Study are as follows:
ORGANISE OWN WORKLOAD EFFICIENTLY.”
+ POSITIVE INDICATORS - NEGATIVE INDICATORS
+ POSITIVE INDICATORS - NEGATIVE INDICATORS • Shows evidence of a sound • Shows no understanding of the
• Prioritises tasks appropriately. • Makes incorrect priority understanding of the principles of principles of their specialism area.
• Set realistic deadlines and judgements. the specialism area. • Is not aware of the latest
milestones. • Fails to set realistic deadlines and • Is aware of the latest developments in the domain.
• Monitors progress. milestones. developments in the domain. • Displays a narrow or shallow
• Adapts to changes in a plan. • Does not monitor progress. • Displays breadth and depth of understanding of the field.
• Prepares in advance, is proactive. • Fails to adapt to change in a plan. knowledge in the field. • Uses no relevant knowledge
• Fails to prepare in advance, is • Refers to relevant knowledge sources.
reactive. sources. • Is unaware of relevant legislation in
• Demonstrates awareness of the domain.
In theory, the markers have to look at all these indicators in your essay and justify relevant legislation in the domain.
their scores by listing the indicators they found. In practice, they have a clear
set of instructions – or questions to answer when giving their assessment. This You see, there is no need to dig into your university books and study everything
is materialized in a “Scoring Guide”, a booklet the Markers receive along with a again, as long as you can demonstrate that you are a savvy professional, that you
training course they have to follow when enlisting for a given competition. are up-to-date, and that you are aware of the relevant legislation in your field (after
As you can see, this is not rocket science but purely common sense. You don’t all, the EU institutions are all dealing with legal matters in some way, and they also
have to be a genius but just a well-balanced and true professional. have to set the example for their internal operations).

7 www.eutraining.eu ©2014 ONLINE EU TRAINING www.eutraining.eu ©2014 ONLINE EU TRAINING 8

 THE ASSIGNMENT The Case Study aims at assessing the following competencies: Analysis
and problem solving, Communicating (drafting skills), Delivering quality &
results and Prioritising & Organising.

In addition to the general competencies, it assesses your ability to apply

The most important document in the documentation you receive is the specific knowledge to a particular situation in your domain.
Assignment. In here you will find instructions about the purpose of the exercise,
your role, the time and – most importantly, the questions you are asked to solve. Your concrete task will consist of answering questions concerning the
A typical assignment looks something like this: situation described in this exercise:
• Question 1
• Question 2
ASSIGNMENT • Question 3

IMPORTANT NOTICE
This is a fictitious document only produced for the purpose of this exercise.
All references to existing states, international organisations, private companies,
departments, their representatives etc. should be considered as mere examples.
They do not represent any position of these bodies or persons. Participants are therefore
advised to rely solely on the information presented in the exercise and not on any prior
expertise when responding to questions.
In total, you have 90 minutes for this Case Study. Please answer as precisely
as you can and write as clearly as possible.
Please note:
Today is Friday, 29 June 200X
Last year was 200X-1, next year will be 200X+1

For this exercise you will assume the role of X at Y within the Unit (source: EPSO)
responsible for Z. The documentation you need is integrated in this booklet.
You will find in it a certain number of e-mails, reports, articles and other YOUR TIME IS VERY LIMITED, so I would suggest
documents that you will need to analyse and integrate in order to be able to you have a closer look at this example during your
properly deal with the assignment given to you. preparation (right now), and take note of what’s
in it, so that you don’t lose time during the “real”
It is important that you accept the simulated situation as it is presented exercise itself.
to you. Although in a real life situation you would have access to other
sources of information and would be able to consult your colleagues, in All assignments look the same, and they only
this exercise you are limited to the information contained in the exercise differ for the parts that are put in bold in the above
documents. You are, however, allowed to make logical assumptions where example. Obviously, you have to read – and be
information is missing or incomplete. aware – of this information during your “real”
exercise.
You may rearrange the documents in any order you wish and add
remarks or make notes as necessary. However, remember that the
assessors will base their evaluation exclusively on what you write. Therefore,
be sure to write down all the information on which you wish to be evaluated
and be sure to explain the reasoning behind your ideas.

9 www.eutraining.eu ©2014 ONLINE EU TRAINING www.eutraining.eu ©2014 ONLINE EU TRAINING 10

 THE STRUCTURE OF
For the “body” of your chapters it is advised to USE LISTS wherever it is possible to
do so. This further enhances the visual appearance of your work and makes it very
easy for the markers to verify that you have not missed any important information.

YOUR ESSAY Do not confuse “lists” with enumerations of incomplete sentences or mere
keywords. Try to make concise but grammatically correct and comprehensive
sentences. In other words, make your text fluent and readable. Make your text
READY FOR PRESENTATION. Imagine that you will use it as a hand-out for an
oral presentation you will give to the audience.
YOU CAN DECIDE ON THE STRUCTURE OF YOUR ESSAY RIGHT
One last remark on the user interface of the tool you will have to use at EPSO: this
AFTER READING THE ASSIGNMENT.
is a very simple text editor (similar to Notepad) and you have very few possibilities to
enhance the visual aspect of your work. It is not possible to put words or sentences
In fact, a good structure should always look
in bold, italic or to underline them. You can’t even use different fonts or font-sizes.
like this:
The only way to make your text somewhat clearer – or more attractive – is through
1. INTRODUCTION what I told you before (capitalisation, numbering, lists, blank lines).

2. TITLE OF YOUR ANSWER TO QUESTION 1
3. TITLE OF YOUR ANSWER TO QUESTION 2
4. TITLE OF YOUR ANSWER TO QUESTION 3
5. CONCLUSIONS
NOTE: Even though this is not mandatory it is a good idea to add a header, and
a footer to your work. These would then typically contain the recipient, a title for
the document, the date (header) and a “signature” of the sender (you). Make it
look as if you are writing an email – or a memo – about the subject. By doing so,
you make it clear that you have understood the context of the exercise.

!
NEVER, EVER PUT YOUR (REAL) NAME ANYWHERE IN THE ESSAY.
When putting this structure on paper, leave some blank lines in between the Your work will be marked anonymously (using a “secret” ID). If the
titles. Don’t worry about what you are going to write at this point, you will “fill in document can be linked to a candidate you will be excluded from the
the blanks” later on. It is a good idea to write your titles in ALL CAPITAL LETTERS, competition without further ado.
and even number them, just to make sure that the structure of your text is visible
at first glance. You could also leave a blank line between the titles and the actual
portions of text, to make the structure even more visible.

Now why is this a good structure? Well, because the markers will undoubtedly
be looking for the structure, and will try to find out if you have answered all the
questions. In fact, they will probably go through your essay in a “speed reading”
way (at least in a first reading). You can help them with this by using this structure. support@eutraining.eu

The INTRODUCTION and the CONCLUSIONS are there to make your essay
complete. Even though not absolutely necessary, it will show the reader that
you are delivering a completed work, and that you did not run out of time while
writing it. This will be even more the case if you write a compelling introduction
and a well-thought-out conclusion.

11 www.eutraining.eu ©2014 ONLINE EU TRAINING www.eutraining.eu ©2014 ONLINE EU TRAINING 12

 THE CONTENT OF
You should also FOCUS ON THE QUESTIONS. It happens frequently that,
somewhere in the background documents, somebody asks for something more
– or something else – than what is asked for in the assignment. This is a trap!

YOUR ESSAY USE THE RIGHT SOURCES. Sometimes, the background documentation is
“enriched” with information coming from less relevant sources. A typical example
could be a report that has been published by an “interest group” or lobbyist. I am
not saying that this information is not relevant, but it certainly is less important
than what is said by “official” sources (institutions, governments, scientists, etc.).
IT IS CLEAR THAT THE CONTENT OF
You may find some interesting ideas for your solutions or recommendations
WHAT YOU WRITE IS EVEN MORE IMPORTANT THAN
though.
THE STRUCTURE OF YOUR TEXT.
As a collaborator who is asked to produce a report for your hierarchy YOUR
The markers are specialists in your field themselves, so you have to demonstrate
OPINION MATTERS. It is by bringing your personal assessment of the situation
to them that you have really understood the questions that are asked and that you
that you show that you have the depth and breadth of knowledge in the field.
can come up with acceptable and realistic solutions or recommendations.
When your opinion is deviating from the treaded paths especially, you should
argue the point with strong and verifiable evidence, using facts instead of
A first and important remark can be found in the assignment:
assumptions.
“It is important that you accept the simulated situation as it is presented to
you. Although in a real life situation you would have access to other sources of
Try to use SMART solutions and recommendations (see Annex 1). Nobody
information and would be able to consult your colleagues, in this exercise you
is served with vague statements having no quantifiable elements in terms of
are limited to the information contained in the exercise documents. You are,
outcome or timing. Ideally, one can also measure and monitor the progress of
however, allowed to make logical assumptions where information is missing or
time-bound objectives.
incomplete”.
ENCOURAGE COMPROMISE. Usually, there are different stakeholders with
You will have to ACCEPT THE CONTEXT as confined in the documentation and
very distinct positions and arguments. Very few “real life” situations are clear
stay within this context. So, if your Case Study is about CO2 emissions of cars in
and obvious. Don’t let yourself be confused by the complexity of the file and
the EU, you should not start talking about greenhouse gases that are emitted by
try to find a good compromise; a compromise that marries the interests of all
households or industrial activity worldwide. This does not, however, mean that in
stakeholders but without jeopardising the “greater interest” of a community,
your solutions or recommendations you cannot suggest anything that puts things
society or humanity as a whole.
in a wider perspective.
One last tip about the background information: you may find one or two
You will also have to ACCEPT THE DATA. The position of the various
press articles (extracts from newspapers, magazines or news sites) in the
stakeholders, the facts and the figures as presented in the background
documentation. It is a very good idea to have a look at these first. Why? Because
information may not correspond to reality. Even if you know “the truth” you
(good) journalists are very good at summarising a situation and inform their public
should rely on what’s in the documentation to build your arguments. However,
in layman’s terms. You may in fact find all the answers to the questions right
when there is information missing or incomplete you can add details of your own.
there. All it takes, then, is to reformat the information and make it stick to the
In fact, in doing so, you demonstrate your knowledge in the field.
assignment of your Case Study.

13 www.eutraining.eu ©2014 ONLINE EU TRAINING www.eutraining.eu ©2014 ONLINE EU TRAINING 14

 THE LENGTH OF
YOUR ESSAY
THE LENGTH OF YOUR ESSAY IS AN IMPORTANT ELEMENT
USED FOR THE ASSESSMENT OF ITS QUALITIES.
Nobody likes to read texts that are too long, especially when they are badly
structured. On the other hand, when your essay is too short, one might suspect you
to have ran out of time, yielding a bad score for “Prioritising and Organising”.
But what is an “APPROPRIATE” LENGTH?
I used to recommend a total length of around 1000 words (the equivalent
of four pages of A4), but I have recently come across a few jewels, very good
essays that were much shorter than that. These essays contained all the
necessary elements, were very well structured, and written in a fluent and
clearly understandable language. I felt compelled to give good scores for all the
competencies and realised that the overall length was of little concern.
As a result, my recommendation would now be to aim for around 500 words –
or two pages of A4 – or preferably a bit more, just to show that you did not run out
of time and be potentially penalized for “Prioritising and Organising”.
Is this a GOLDEN RULE?
Not really, as long as you stay aware that somebody
actually has to read your work and form an opinion
on it. It is a good strategy to make the life of your
readers as easy as possible, because after all, they
are human beings as well, and they have to cope
with their own time constraints. And don’t forget:
they will probably be speed-reading too.
15 www.eutraining.eu ©2014 ONLINE EU TRAINING
TIME
MANAGEMENT
1
Start by writing down the structure of your essay (you can do so right
after reading the assignment). Read more about this in “The Structure of
your Essay”.
2
Go through all the documents in a “diagonal” way (see Annex 2
– Speed Reading) and try to find the information which is relevant to
the questions asked. While “skimming” the documents you add this
information in the proper “chapter” of your text. Use lists with short
but complete sentences. There is no problem with literally copying
sentences, as long as they convey your ideas.
3
Review your text and try to come up with some good
recommendations (if asked for). You may find interesting ideas in the
documentation, but it is permitted to be creative and come up with ideas
of your own. Ideally, your recommendations should be SMART (read
about this in Annex 1).
4
Write an introduction or executive summary which explains to the
reader what the context and the content of your essay is (“abstract”). Be
compelling.
5
Write a conclusion. Repeat in your own words what the general ideas of
your essay are. The markers will be “speed-reading” your essay, so make
it stick.
6
Review your text to weed out superfluous information, spelling errors
and other common mistakes.
www.eutraining.eu ©2014 ONLINE EU TRAINING 16
 THE IT TOOL FOR
THE CASE STUDY
At EPSO you will have to use an IT tool to prepare your essay, and you will only
have 90 minutes for doing so.
The user interface of the tool is a “split screen” with the Case Study assignment appearing
in the top window while the window you will be typing in your answer appearing in
the bottom half of the screen. The various background documents appear as popup
windows when clicking on the exhibit buttons (icons) at the bottom of the screen.
Before you start the Case Study, you will receive a 5-minute tutorial. This tutorial
instructs you on how to navigate through the test. After you have finished the
tutorial and are ready to start the test, please press “END”. This will transfer you to
the Introduction screen of the Case Study.
Before you start your Case Study you will be able to view the assignment and
scenario for 3 minutes. Please note that you will be able to access this assignment
at any time during the exercise by clicking on the assignment exhibit button.
The Case Study is to be drafted in your language 2 (see your invitation letter). It is
not possible to change this option. You will be provided with the keyboard you have
indicated in the on-line questionnaire.
The editor is very simple, similar to Notepad, and IT DOES NOT ALLOW FOR TABLES,
GRAPHS OR DRAWINGS.
In order to ensure that the exams are marked anonymously, you should not add
any name, signature or distinguishing marks (initials, remarks unrelated to the
context, phone numbers, email addresses…) anywhere in your essay as this may
bring about the Selection Board’s decision to remove you from the competition.
The Case Study simulations at http://www.eutraining.eu/case_study_simulations
are very similar to the real IT tool that is used by EPSO, so it is a very good idea to
try at least one in order not to come unprepared at the day of the exam.
17 www.eutraining.eu ©2014 ONLINE EU TRAINING
THE ROLE OF THE
“MARKERS”
A MARKER is a specialist in the field of the
competition. As such, markers are not members
of the Selection Board. They are regular officials
(volunteers) provided by the recruiting institutions.
Their role is to assess the Case Studies of the
candidates. They mark the Case Study for
knowledge in the field and general competencies.
Imagine that for a given competition there are 1000
candidates, therefore 1000 Case Studies have to
be marked. As every Case Study has to be marked
twice, this adds up to 2000 marked Case Studies. When the marks given by two
markers for an individual Case Study are too far apart, a third marking is required.
The markers are usually present on the premises where the Case Study takes
place. Markers receive a special training in which marking of the Case Study is
explained. Markers also get clear and written instructions on how to do their
work.
The number of markers and their presence during the exercise is dependent
on the competition.
Once the exercise is finished, markers get a LIMITED AMOUNT OF TIME to
provide their markings. Usually, this happens in parallel with the rest of the
Assessment Centre (which is performed by other people, the members of the
Selection Board).
Nevertheless, the marking task is on the “critical path” in terms of the planning
of the whole competition; when the marking is delayed, the whole Assessment
Centre is delayed.
www.eutraining.eu ©2014 ONLINE EU TRAINING 18
 HOW TO PREPARE 4
Check out the booklet “HOW TO WRITE CLEARLY” published by the
European Commission.
• http://ec.europa.eu/translation/writing/clear_writing/how_to_

YOURSELF write_clearly_en.pdf)

5
Improve your DRAFTING SKILLS by writing some more texts and
having them verified with free tools like:
• http://www.online-utility.org/

1
• http://www.grammarly.com/
Practice “SPEED READING” as described in Annex 2.

6
Ask a friend or colleague to REVIEW your texts, make sure you
You can do this in advance, the more you practice the better you will
address the right audience.
get at it.

2 7
Do some reading on the EU INSTITUTIONS and the LEGISLATIVE
procedures.
Places to start could be:
• http://www.europedia.moussis.eu/books/Book_2/2/4/3/?all=1
Take at least one of the CASE STUDY SIMULATIONS on eutraining.eu.
These simulation exercises have been prepared by me, and I personally
correct every single one of them as if I were a real ‘marker’; the only
difference is that you will also get my comments and suggestions.

8
• http://europa.eu/eu-law/ Carefully read the “INSTRUCTIONS TO CANDIDATES” you will
• http://europa.eu/legislation_summaries/institutional_affairs/treaties/ receive from EPSO with your invitation to the Case Study exercise.
• http://www.europarl.europa.eu/aboutparliament/en/007c895f4c/

9
Powers-and-procedures.html Read this booklet again, THE DAY BEFORE YOUR EXAM.

3
Refresh your GENERAL KNOWLEDGE of your field (only if
applicable).

You may be very specialised in one particular aspect of your domain

and could have forgotten about some of the underlying “bigger”
concepts.
FINAL REMARKS
Keep yourself informed about the EU ‘hot topics’: the real Case Studies
are invariably linked to the current situation (and often based on real
MAKE YOUR ESSAY INTERESTING. A Case Study is an article. It has to earn the
sources), so you can give yourself a head start for the exercise. Possible
reader’s interest and attention. Write good headlines and compelling texts. Use
sources of information are:
good, powerful quotations. Avoid hype, clichés, jargon and corporate business
• http://europa.eu/rapid/
speak. Think very hard about what your reader wants to know about a Case Study.
• http://euobserver.com/
Use the conventions of a newspaper article, not a corporate press release.
• http://www.euractiv.com/
• http://www.presseurop.eu/
BE SPECIFIC. Details do matter. Not only do they make the Case Study more
• http://www.europeanvoice.com/
credible, they answer the reader’s questions and show that you master the topic.

19 www.eutraining.eu ©2014 ONLINE EU TRAINING www.eutraining.eu ©2014 ONLINE EU TRAINING 20

 ANNEX 1
BEING SMART
SMART is a mnemonic for the 5 steps of Specific, Measurable, Achievable,
Relevant, and Time-based solutions or recommendations. It’s a simple tool used
by businesses and organisations to go beyond the realm of fuzzy goal-setting into
an actionable plan for results.
Specific. Great goals are well-defined and focused. “A further emission
S reduction to 95g CO2/km” is more meaningful than “decrease the CO2
emissions.” The moment you focus on a goal, your goal becomes a
magnet, pulling you and your stakeholders toward it. The more focused
your energies, the more power you generate.
Measurable. A goal without a measurable outcome is like a sports
M competition without a scoreboard or scorekeeper. Numbers are an
essential part of politics. Monitor the evolution to know if you’re on track.
A goal keeps yourself and your stakeholders focused on the targeted
results you want to attain.
Attainable. Far too often goals are set beyond reach. Dream big and aim
A for the stars but keep one foot firmly based in reality.
Relevant. Achievable goals are based on the current conditions and climate.
R You may want to reduce the CO2 emission down to zero but if the industry and
the public opinion are not ready, then your goals aren’t relevant.
Time-Based. Goals and objectives just don’t get done when there’s no
T time frame tied to the goal-setting process. You have to choose a time-
frame with which to accomplish your goal.
In the complex environment of the EU it is not always possible to set SMART goals
and objectives. However, keeping these criteria in mind will help to move toward
a better world.
21 www.eutraining.eu ©2014 ONLINE EU TRAINING
ANNEX 2
SPEED READING
The amount of documentation you have to go through, summarize and
digest in a very limited amount of time for the Case Study is huge. It is virtually
impossible to get a deep understanding of all the information provided, and that is
intentional.
Now, how do you tackle this? The answer is “SPEED READING” or “DIAGONAL
READING”.
Speed reading is about skimming the reading material to gather its general
meaning and purpose. Flip through the documentation and read the titles, pull-
out quotes and any diagrams. Then go back and read the table of contents and
the summary, if applicable. This sets your mind up to better understand the
purpose and terminology before you delve into the text.
Most of the diagonal readers give the content a first pass by reading a text
“passively” - just like one would browse a magazine, look at photographs, or
watch television, i.e. they are not really paying attention to the small details, rather
they are waiting for something to really pop out at them.
The average reader reads about 240 words per minute, where as a diagonal
reader ‘scans’ closer to 15 words per second or about 900 words per minute.
So, there are at least three, and up to five important sections of an article that a
diagonal reader will see in the approximately 10 seconds they will initially allocate
to a text:
• The title or headline of the article.
• The subtitles or subheadings within the text.
• Any bold, underlined, quoted, or otherwise highlighted text.
• Pictures, graphs, charts, or images of any nature.
• A summary of the article.
www.eutraining.eu ©2014 ONLINE EU TRAINING 22
Speed reading takes a lot of practice, typically years, and it is not the purpose of
this booklet to turn you into a proficient speed reader. There are, however, some
ideas you can usefully apply when doing the Case Study exercise:
• Don’t read everything.
• Don’t read in order.
• Don’t try to understand everything.
Let us now expand a bit further on these ideas.
DON’T READ EVERYTHING
There seems to be this strange idea (especially amongst translators, lawyers and
engineers), that you have to read absolutely everything. This is just not true; you
don’t have to read everything!
The idea behind this is that when you read, you read with a purpose. Usually,
this is the extraction of information from a piece of text. Once you have that
information – you’re finished. There’s no need to read any longer.
In fact, I would say that most of the texts you will encounter are simply filler (or
“payload”) – you don’t need to read all of it, just the relevant parts. I have a rule:
if I start reading a text and if after a few sentences I still haven’t found what I am
looking for, I move on.
DON’T READ IN ORDER
Another mistake is the idea that you have to read from start-to-finish. There
is absolutely no reason you can’t start by reading the conclusion or summary,
then go back to the introduction or jump around through different paragraphs
or chapters. Sometimes it’s worth picking out what you’re interested in from the
table of contents or index and starting from there.
23 www.eutraining.eu ©2014 ONLINE EU TRAINING
DON’T TRY TO UNDERSTAND EVERYTHING
The other common, but erroneous, idea is “perfect” comprehension. There’s no
such thing. Of course, your comprehension will go down a bit when you speed
read, but that is not really a problem. When you read, you read for a purpose and
for certain bits of information anyway – no one cares if you remember every single
fact from a text, or what the 7th word in the third sentence on page two was.
A corollary to this is that you don’t need to understand absolutely everything in a
piece of text. We mostly read to understand main concepts anyway. If you really
absolutely must understand everything, you should be taking notes (or drawing
a mind map), and you can always reread certain sections to note down facts and
figures.
A couple of other ideas that will help you with speed-reading:
• SUMMARIES are often as good as the whole text itself. If you are lucky,
there will be a press article (or even more than one) in the documentation.
It is a known fact that journalists are good at explaining complex matters in
layman’s terms. So, if there is a press article, and you can detect that rapidly,
first have a look at this, as it may provide you with all the answers you need
right away!
• ELIMINATE DISTRACTIONS. If you are surrounded by noise, even
background noise like music, do everything you can to get rid of it. Isolate
yourself with nothing but the material and a comfortable reading position.
By getting rid of the potential distractions, your mind can better focus on
absorbing the words on the pages. Earplugs are available on request in the
Test Centre, use them!
• FOCUS THE RIGHT SENSES ON READING. Although many people are used
to reading out loud or imagine a voice attached to the words, your mind may
absorb the material faster by “cutting out the middle men” and connecting
them straight from the eye to the brain. Read without moving your lips. In
fact, by using your finger – or a pen - as a guide, you can actually read and
comprehend the material faster. Your finger can act as a pace-setter for your
brain, going as fast as you can retain the information.
www.eutraining.eu ©2014 ONLINE EU TRAINING 24
 • READ FASTER BY USING YOUR PERIPHERAL VISION TO FOCUS ON
SEEING THE WORDS AS A WHOLE BEFORE UNDERSTANDING THEM INTERESTED IN
INDIVIDUALLY. By using an imaginary line down the middle of the page,
your mind can start to group the words. You will start to read the pages in a EPSO CASE STUDY
WEBINAR?
diagonal fashion, rather than a linear way. This also allows you to focus on
key words, rather than spending time on decorative phrases.

• TAKE FREQUENT BREAKS BY PACING YOURSELF ACCORDINGLY. By

taking breaks, you give your mind a chance to rest and recoup as it is
absorbing information much faster than it is used to. Read the supporting EPSO CASE STUDY WEBINAR FOR AD5, AD7 & AST3
material one by one, and take a small break in between.
• PERFECT PREPARATION for all EPSO Administrator and AST3 profiles

NOT SPEED READING ALL • Methodology of getting the HIGHEST SCORE in your case study
THE TIME • How to STRUCTURE TIME during the case study, managing difficulties
• Preparation of RESOURCES, USEFUL WEBSITES, background
These speed reading tips should reading information
only be used when going through • 4 Case Study SAMPLES and FEEDBACK Included
the background material.

When you are revising your own text,

trying to make sense, coming up with
good solutions or recommendations, EPSO CASE STUDY SIMULATIONS
or just weeding out the spelling
errors, you should NOT speed-read. GOLD
BRONZE
At this point you have to pay close - with evaluation
attention to every word and idea to Case Study Simulation - Climate Action (EN) 35 € 100 €
tidy up your essay and make is as Case Study Simulation - Data Protection (EN) 35 € 100 €
good as it gets. Case Study Simulation - Gender Equality (FR) 35 € 100 €
Case Study Simulation - GMOs (FR) 35 € 100 €

CASE STUDY SIMULATION

• Full, 90-minute long EPSO AD/AST3-Compatible Case Study Simulation
• Dossier with 5+ documents
• 99% realistic EPSO case study interface simulation

GOLD PACKAGE WITH PERSONAL EVALUATION

support@eutraining.eu • Case study essay reviewed within 7 business days
• Reviewed by former EPSO selection board members

www.eutraining.eu ©2014 ONLINE EU TRAINING

25 www.eutraining.eu ©2014 ONLINE EU TRAINING www.eutraining.eu ©2014 ONLINE EU TRAINING 26